1. Tips for Engaging Youth
And responding to challenging behaviors in sessions

2. Engaging youth at the intake interview
Be up front – don’t avoid the topic of the youth’s violent behavior. They know when it is being avoided, and youth tell us they don’t like it.
It helps them to hear someone talking about it openly, in a non-judgmental and supportive manner
Talk about how you have worked with youth who are violent in their family and give a sense of hopefulness- It helps them realize they are not the only ones and that the behavior is changeable.
Don’t tip tow around the issue of violence
Give them a sense of being supported (but not colluding, or supporting the behavior)
Gives a feeling of hope

3. Lay the groundwork for change
Begin the change process by:
Describing what the teen will be able to do when they complete Step-Up
You will be able to deal with conflict with your family without being hurtful
You will be able to talk about things when you’re upset or angry in ways that help others understand you better
Both of you will learn how to be respectful even when you are mad – things will be calmer at home
What would you like it to be like when you are finished doing this program?

4. Begin to engage “Change Talk”
How would you like your relationship with your mom/dad/family to be different?
How would it help you if you were getting along better?
What reasons do you have for trying to make things better at home?
What do you think you can do differently that would help you get along better with your family?
Not every teen will be open to this yet. Some are ripe for it- others need to just start group and they will come along later. Use your judgment about who is ready to begin this process.

5. Give the message… You have knowledge about what you need to do
Your perspective is valuable
We are interested in what you think
This is a collaborative effort
We believe you can make positive change
A reflective, supportive manner reduces resistance

6. Motivational Interviewing
“A method of fostering change by helping a person explore and resolve ambivalence”
Looks for ways to access internal motivation for change- move from external to internal
Particularly suited to resistant or reluctant individuals who are in early stage of change
Internal and external forces work together to facilitate change.

7. MI is a style of interaction that follows these basic principles:
Express empathy – An attempt to understand the person’s mindset, even though you disagree with the point of view.
Roll with Resistance – Do not argue or debate with the client. Find other ways to respond, or move on in the conversation.
Develop discrepancy – Ask them to identify own reasons for change.
Support self – efficacy – point out personal strengths, past successes, affirm all efforts toward change.
Discrepancy is the feeling that one’s behavior is our of line with wit one’s goals or values. Rather than telling the person why he should change, ask questions and make statements to help person identify his or her own reasons for change.

8. “Motivational Interviewing holds the belief the person already possesses a range of talents, abilities, skills and resources – the goal is to draw out these positive resources.”
-Miller and Rollnick, 2002

9. Stages of Change Model
A theory of behavior change developed by Prochaska, DiClemente and Norcross in 1992
Describes the process people go through in thinking about change
MI is logically connected to Stages of Change Model

10. Precontemplation Contemplation Preparation Action Maintenance Relapse
“No problem”
“No need to change”
Contemplation
“Maybe it’s a problem…”
“I don’t like the way things are”
Preparation
“I’ll make a goal”
“I’ll use my Safety Plan this week”
Action
I’m using my Safety Plan
I wasn’t violent all week
Maintenance
I’m staying on the respect wheel
I’m using my skills
Relapse
I punched the wall this week

11. How Step-Up Moves Youth through the Stages of Change
Check-In process raises self-awareness
Listening to others talk about behaviors increases awareness of self and effects of behavior on others
Weekly goal setting elicits ‘change talk’
Self evaluation process invites reflection
Input and support from group members
‘Helper Principle’
Increased competence to change with skills
Experiencing the positive effects of the behavior change

12. Step-Up Stages Stage 1 and 2- Pre-contemplation and Contemplation
Raise awareness and build motivation for change
Begin learning skills
Stage 3- Preparation
Continue skill building
Set goals and evaluate progress
Stage 4, 5 – Action and Maintenance
Continue learning and using skills
Continue setting goals and evaluating progress
Stage 6 – Relapse
Self evaluation- what happened, what do I need to do?
Revise Goals, continue skill building

13. Purpose of Check-In Raises awareness of behavior
Provides neutral facilitation to invite engagement and reflection
Safe and supportive environment for talking about difficult behaviors during the week
Opportunity for empathy and ownership of unhelpful behavior
Add

14. Purpose of Check-in
Re-frames accountability as something that shows strength
Re-frames parent as supporter / helper
Attention to positive behaviors and strengths
Opportunity to think through “how could I have handled that differently”, “what skills could I have used?”
Provides ‘teachable moments’, real life situations to apply new learning
Set weekly goal and self evaluation

15. Check-In
What behaviors on the Wheels have you used during the past week?
Abuse Wheel- What could you have done instead that was not hurtful? What skills could you have used?
Respect Wheel- How were able to do that? What did you do differently? What skills did you use?
HOW DID THAT FEEL FOR YOU?

16. Goal Setting
Questions on Goal Sheet help teen through process of thinking about their behavior and specific steps they will take to change it
Elicits ‘change talk’
Goals should be ones the youth believe they can do- or make steps toward
Break into small steps
Worded as what they will do
Review Goal Sheet

17. Weekly Goal Planning and Evaluation of Progress
The behavior I will work on is:__________________________
Steps:
When do you usually use (or not use) this behavior?
What is the new behavior you will use?
What can you say to yourself that will help you do this?
My self-statement is: ___________________________________
Is there a skill you can use to help you succeed with your goal?
How Did I Do?
Rate yourself on a scale of 1 to 10 (1=worst, 10=best):
If you had some success, how did you do this?
What did you do that was different?
What skill did you use?
If you were not successful, what got in the way?
What can you do this week so you are more successful?

18. Self-Evaluation of Goal
‘How did I do?’ questions are MI inquiry which invites reflection about
If I accomplished my goal (or made some progress), how did I do that? What helped me? What did I do differently? How did that feel?
If not successful, what got in the way? What were the barriers? What can I do next week to overcome those barriers and make more progress toward my goal?

19. Tips for Handling Resistance

20. Rolling with Resistance

21. More Tips… Ask, don’t tell Encourage them to think for themselves
Give them the space to figure it out, and if they can’t, ask the group for help
Give them the message you believe they are capable and have lots of knowledge about themselves
If it goes astray, let it go and move on….

22. Supporting Each Other

23. Engage Group Support Invite other group members to help out
Ask: “How have others in group handled this problem?” or “Is there anyone who has been through this before that can share ideas for dealing with this?”
“Let’s brainstorm a list of ideas that might help- who wants to write on the board?”
Most teens enjoy helping

24. Foundation for Change: A Safe Environment
A climate of safety must be in place for engagement approaches to succeed
Clear boundaries and expectations
Discuss and post ‘Communication Agreement’
All language must be on ‘Respect Wheel’
Any abusive or unsafe behaviors are interrupted immediately
Give youth a chance to change behavior before having him or her leave room

25. Abusive behavior in group or session
Opportunity to have them stop and use their ‘Safety Plan’
Opportunity to:
Learn how to make a shift in the moment, and change it up
For parents to learn how to respond in an effective way- facilitator models options:
Can you say that again staying on the Respect Wheel?
How about saying that in an “I” statement?
Can you tell your Mom your feeling, instead of acting out your anger?
Look at the Communication Agreement on the wall- let’s have you start over, and see if you can continue talking, but follow the agreement

26. Responses to Abusive Language
Use Safety Plan
This needs to be a Safe place
Everyone has a Right to Speak
Ask to rephrase on the respect wheel
Model Rephrasing
Invite an "I" Statement
CommunicationAgreement

27. If parents are disrespectful to their teens…
Ask to re-phrase on Respect Wheel
Model for them by re-phrasing
Invite them to use skills learned – “I” statement, Assertive Communication
If angry and escalated- ask them to take a break
Notice skill deficit and select parent session for following week that addresses this
Ask if you can step outside with them to talk, or talk later
Awareness of impact on teen is important – addressing parenting in presence of teen can undermine their leadership

28. Contact Information
Lily Anderson:
Greg Routt:
Phone:
Website: kingcounty.gov/courts/step-up
Read end of letter…